The power of feedback we know has the potential to double the speed of learning. How can we grade and assess in a way that provides hope to all students? Feedback must entice students to act on it-Do your practices do that? Read more here.

How intentional are you as a shool? Do changes at your school follow any logical model? Or do things happen because some one or group have the pull or push to make them happen? Grant Lichtman shares thoughts, read more here.

Have we as a school got a clear vision for the purpose of school? If so we can utlise that to ensure what we are 'doing' espouses with our theory of action. Schooling must fit with learners needs so they can have a future. Read more here.

How are you engaging with the key drivers of change in your context? The debates rage about what needs to change, driven by personal experiences, context and assumptions. What is the difference between education, schooling and learning? What is the role of the teacher? How involved should learners be in deciding their learning pathways? Read more from Cheryl Doig NZhere

"A growth mindset isn't just about effort" says Carol Dweck. "Perhaps the most common misconception is simply equating the growth mindset with effort. Certainly, effort is key for students' achievement, but it's not the only thing". Read more here.

Every child deserves at least a years progress for a years input. Do we value what we assess? If not why are we doing it? The answer always seems to be because that's what we've always done. Read more here.

The crucial point for individuals in Carol Dweck's works about mindsets is that they have a large impact upon our understanding of success and failure and therefore feedback. This has impications for students and teachers. Read more here.